Coding for Educators

 CODING FOR EDUCATORS

Image Source: https://www.linkedin.com/pulse/unleash-your-childs-inner-coder-coding-adventures-scratch-dccvf/

As I reflect on this course, I am proud of the variety of projects I was able to complete and how much they stretched my understanding of both coding and teaching. One of the most valuable things I learned was that coding can be introduced to students through creative, interactive projects that connect directly to classroom content. For example, in one assignment I built an Etch A Sketch program in Python, where students could control pen color, direction, and thickness with keyboard inputs. Working on that project helped me see how coding can reinforce logical thinking and problem solving while also being fun and hands-on. I also coded a Rock-Paper-Scissors game in Python, which required using conditionals, loops, and randomization. This reinforced my own understanding of programming fundamentals and gave me a model of a game students could replicate or modify to make their own.

Image Source: Author Created

Another highlight was creating a Scratch lesson that combined coding with math concepts like transformations and order of operations. Designing this project reminded me that coding can serve as a bridge between abstract math skills and real-world application. By animating math processes in Scratch, I could see how students might better visualize concepts that otherwise remain purely symbolic. I also developed a Python lesson plan for middle schoolers, complete with a teaching script and example code. This pushed me to think not only as a learner of coding but as an instructor who has to break down technical concepts into manageable steps for beginners.

Looking ahead, I want to build on these experiences by exploring physical computing with tools like Raspberry Pi. While I feel confident now in designing screen-based projects, I see a lot of potential in giving students coding experiences that connect to the physical world. I plan to experiment with these tools myself, watch tutorials, and collaborate with other educators who have integrated them successfully.

Overall, this course surprised me with how approachable coding became. Each assignment built my confidence and gave me a resource I can bring directly into my classroom. Moving forward, I am excited to continue creating coding projects that help students engage with math and technology in meaningful ways.

Click, Connect, Protect: A Puzzle About Life Online

Why I Chose These Topics for My Connections Puzzle

As a high school teacher and a father of two, I think about technology a little differently than I used to. It's not just about what's new or exciting anymore; it's about what shapes our children, our students, and our culture. Social media and emerging technologies have permanently altered the way we communicate, learn, and grow. When I created the Connections puzzle (Click, Connect, Protect: A Puzzle About Life Online), I wanted the topics to reflect the conversations we need to be having not just in classrooms, but around dinner tables, in faculty meetings, and in our own minds as parents and educators. Each of the four themes I selected for the puzzle highlights a critical dimension of our digital lives.

Image Source: Author Created (https://connections.swellgarfo.com/)

Internet Laws and Regulations (COPPA, CIPA, Privacy, Safety)

We live in an age where kids are online before they can even spell "privacy." As both an educator and a parent, understanding laws like COPPA (Children’s Online Privacy Protection Act) and CIPA (Children’s Internet Protection Act) isn’t optional, it’s essential. These regulations are designed to create guardrails, but they also remind us how vulnerable young users are. Privacy and digital safety aren’t just classroom topics anymore; they are life skills. Teaching students how to protect their information and navigate online risks safely is one of the greatest responsibilities we have today.

Building Networks and Collaboration (Crowdsourcing, Collective Intelligence, Personal Learning Network, Community)

One of the most hopeful aspects of technology is its ability to connect people. Whether it's forming a professional learning network (PLN) as a teacher or watching students work together through online collaboration, the power of collective intelligence is real. Crowdsourcing information, sharing ideas, and building communities across boundaries are now a part of everyday life. These topics reflect how the best of the digital world can foster growth, connection, and innovation when used thoughtfully.

Digital Footprint Concepts (Digital Tattoo, Online Reputation, Footprint, Permanent Record)

When I think about my own children, one already navigating early social technology, the other not far behind, the concept of a digital footprint becomes personal. Everything we post online leaves a mark, a "digital tattoo" that doesn’t easily fade. In school, we talk about reputations and choices, but today those choices can follow someone for years. Helping young people (and reminding ourselves) to think critically about their online presence is crucial. The idea that every action, every post, every like can contribute to a permanent record is something I want my students and my own kids to fully understand.

Core Themes in Technology and Media (Social Media, Technology, Media Literacy, Communication)

At the center of all these conversations are the fundamental tools: social media, communication platforms, and emerging technologies. Yet tools are only as powerful or as dangerous as the literacy of the people using them. Media literacy, in particular, has become a non-negotiable skill. Students must be able to question what they see, understand how information is shaped, and communicate responsibly. As an educator, I see it as my duty not just to teach content but to help build discerning, thoughtful citizens who can thrive in a digital world.

Image Source: Author Created (https://connections.swellgarfo.com/game/-OOtjwZ5kF49iyKz590j)

Why It Matters

In creating this puzzle, I wasn't just building an academic exercise. I was highlighting the conversations we need to prioritize as teachers, as parents, as participants in an increasingly digital society. Social media and emerging technologies aren't going away; they are growing faster than ever. Our job is to prepare students not just to use them, but to understand them, to question them, and to respect the power they hold. At the end of the day, it’s about stewardship. Stewardship of our students’ futures, stewardship of our children's wellbeing, and stewardship of the kind of digital world we’re helping to shape. These topics remind me of that responsibility and I hope they inspire others to reflect on it too.

Building Media Literacy in the Math Classroom and at Home

In both my roles, as a high school math teacher and as a father to a fourth-grade daughter and a seventh-grade son, I’ve become increasingly aware of how media shapes the way young people think, communicate, and interact with the world. While media literacy might not seem like a natural fit in a math classroom, I believe it's essential for educators in every subject area to help students navigate today’s digital world with critical eyes and thoughtful minds.

We live in a time when students are constantly bombarded by information, videos, memes, social media posts, influencer commentary, AI-generated content, and much of it feels authoritative, whether it actually is or not. The challenge isn't just to “stay informed” anymore; it’s to know how to think about the information that’s out there.

Image Source:  https://ssir.org/articles/entry/strengthen_media_literacy_to_win_the_fight_against_misinformation#

Renee Hobbs’ Five Core Competencies of Media Literacy

Renee Hobbs offers a clear and practical framework for media literacy through her five core competencies:

1. Access: locating and using media content across platforms
2. Analyze: examining media messages for bias, purpose, and audience
3. Create: producing responsible, ethical, and effective media
4. Reflect: being aware of how media affects one’s thoughts, beliefs, and behaviors
5. Act: engaging thoughtfully and respectfully in digital and public conversations

Image Source: https://reneehobbs.medium.com/educators-all-around-the-world-are-engaged-in-the-process-of-online-learning-during-the-time-of-3e8c0beb982b

As a math teacher, I’m constantly encouraging my students to think critically about numbers and data. When we examine graphs, headlines, or infographics in class, we are often working within Hobbs’ “analyze” and “reflect” competencies. I want students to ask: Who made this? What are they trying to show me? What’s not being said?

At home, these competencies come into play in different ways. My seventh-grade son is starting to explore YouTube more deeply, and my fourth-grade daughter recently asked why some videos she sees keep repeating similar themes. These are perfect moments to talk about the algorithms behind platforms, how media is curated and how it can shape what we believe. We’re not just talking about screen time, we’re talking about the meaning behind that screen time.

The Continued Relevance of Rheingold’s Social Media Literacies

Howard Rheingold’s social media literacies, Attention, Participation, Collaboration, Network Awareness, and Critical Consumption, still hold up well, even though his article was published back in 2010. However, I think the stakes have grown higher. The rise of misinformation and AI-generated content means students must develop sharper tools for discernment.

Image Source: https://pressbooks.pub/buckscollegesuccess/chapter/8-3-communication-and-technology/

Rheingold's ideas echo in Hobbs’ work, and both speak to something Marshall McLuhan hinted at decades ago: The medium is the message. The way a message is delivered, whether through TikTok, Reddit, YouTube Shorts, or a news app, can impact how students interpret it. Understanding how content reaches them is just as important as what the content says.

Why It Matters in a Math Classroom

I’ve seen firsthand how statistics or charts can be manipulated to tell misleading stories. That’s why part of my math instruction includes helping students interpret data critically, not just compute it. For example, when we discuss a study in the news that claims “90% of students prefer X,” we stop and ask: How many students were surveyed? Who funded the study? Were the questions biased? This is media literacy in action, even in algebra class.

Teaching My Students (and My Kids) to Verify and Reflect

I teach my students and my own children to think critically about media by encouraging them to ask who made it. I prompt them to consider the source and its intentions, to cross-check information by comparing multiple reputable sources before forming conclusions, to recognize persuasive techniques, (such as emotional appeals) selective statistics, misleading visuals, and to pause and reflect. All of these skills alow them to create space in the constant flow of information to ask themselves, “Do I believe this? Should I?”

Ultimately, I believe all of Hobbs’ competencies are necessary, but in this moment, analysis and reflection feel particularly urgent. Our students and our own children are growing up in a world that rarely encourages slow, careful thinking. As educators and parents, we have a responsibility to help them develop these habits of mind.

So while media literacy might not have its own spot on the math syllabus, it’s become a fundamental part of how I teach and how I parent. Because the better they are at thinking critically about what they see and hear, the better they’ll be at thinking critically in every part of their lives.

Understanding CIPA and COPPA: A Teacher and Parent's Perspective

As both a high school math teacher and a father of two kids (a 7th-grade son and a 4th-grade daughter), I often find myself thinking about how our kids interact with technology. From the classroom to the living room, the internet is everywhere, and while it opens up amazing opportunities for learning and creativity, it also presents real concerns when it comes to privacy and safety. That’s where two major laws come in: CIPA and COPPA.

Image Source: https://www.bark.us/blog/cipa-compliance/

What is CIPA?

The Children’s Internet Protection Act (CIPA) was enacted by Congress in 2000 to address concerns about children’s access to obscene or harmful content over the internet. CIPA applies primarily to schools and libraries that receive discounts through the federal E-rate program, which provides funding for internet access and infrastructure. To comply, institutions must:

• Use filters to block obscene or harmful content
• Monitor online activities of minors
• Educate students about appropriate online behavior, including cyberbullying

Source: FCC Guide to CIPA

Image Source: https://www.groovypost.com/explainer/what-you-need-to-know-about-coppa-and-whether-websites-are-using-it/

What is COPPA?

The Children’s Online Privacy Protection Act (COPPA), passed in 1998, is aimed at protecting the privacy of children under the age of 13. It requires websites, apps, and online services that are directed at children or knowingly collect data from children under 13 to:

• Provide clear privacy policies
• Obtain verifiable parental consent before collecting personal information
• Allow parents to review and delete their child’s data

Source: FTC Children's Privacy Overview

Do These Laws Do Enough?

As a teacher, I appreciate that CIPA mandates internet safety education. It’s a practical step that empowers students to be critical digital citizens. However, I also see that filters can be blunt tools. They often block legitimate educational content, which can hinder learning. Worse, the tech-savvy students often find ways around them anyway.

As a parent, I’m grateful COPPA exists to put some kind of boundary on data collection for younger children. But let’s be honest, many platforms don’t enforce these rules well, and plenty of kids under 13 are using apps like YouTube, TikTok, and Snapchat without meaningful oversight.

That leads me to danah boyd’s comment that COPPA teaches kids to lie, and I have to admit I think she’s right. Kids often create fake birthdates to sign up for accounts. They learn very early that the path to accessing the digital world is to fudge the truth. That’s not a great lesson.

Is 13 the Right Age?

Honestly? I’m not sure. Thirteen feels arbitrary. Developmentally, some kids are ready for more freedom and responsibility online at 11, while others may not be ready even at 15. The line has to be drawn somewhere, but what we really need is education and active parental involvement, not just age-based gatekeeping. We wouldn’t hand a kid car keys just because they turned 16. We train them. We supervise them. And we should take a similar approach with digital literacy and privacy.

The Bigger Picture

There are other efforts on the table, like the Kids Online Safety Act (KOSA), which aims to push platforms to design with children’s mental health in mind (read more here). While it’s well-intentioned, it also raises concerns about government overreach and potential censorship. Balancing safety, privacy, and freedom of expression is complicated. 

What I think we need most is a culture of digital responsibility in schools, in homes, and on the part of tech companies. That includes transparency about how data is used, better tools for parents and teachers, and real consequences for companies that violate these standards.

Image Source: https://www.tupeloschools.com/mental-health/mental-health/internet-safety

Final Thoughts

CIPA and COPPA are important, but they’re just the beginning. Our kids are growing up in a digital world we never experienced at their age. We need modernized laws, yes, but we also need ongoing conversations, tech education, and intentional parenting. As a teacher, I’ll keep talking to my students about how to stay safe online. As a dad, I’ll keep asking questions and trying (however imperfectly) to guide my kids through this world. And I hope lawmakers, educators, and tech companies will keep stepping up too.

What Happens to Our Digital Lives When We're Gone? Planning for a Digital Estate

Planning My Digital Afterlife: A Teacher, Parent, and Tech Guy’s Perspective

Like most people, I spend a big chunk of my life online. As a math teacher and budding technology specialist, I’m constantly juggling digital tools, grading on DeltaMath, sharing lessons through Google Drive, troubleshooting devices, and managing way too many logins. Add to that my personal life: family photos, YouTube playlists, online banking, cloud storage, and even the occasional forgotten subscription still quietly draining $4.99 a month. But what happens to all of that when we’re gone? If something were to happen to me, my digital life would become someone else’s puzzle to solve. And probably not an easy one. So I’ve started taking real steps toward digital estate planning, something I think all of us, especially parents and educators, should at least be thinking about.

Image Source: https://www.linkedin.com/pulse/5-steps-include-digital-assets-your-estate-plan-john-heck

Why It Matters

As a husband and father of two, the last thing I want is for my wife or kids to be stuck trying to access accounts or recover photos, documents, or even just manage the loose ends I’ve left behind online. This New York Times article about families struggling with this very issue opened my eyes to how complex it can get and how simple it is to start preparing.

Here’s what I’m doing:

1. Taking Inventory: The first step has been simply listing out my digital assets: email accounts, Google Drive files, YouTube playlists, digital photos, banking apps, social media profiles, subscriptions, etc. Just seeing it all in one place was eye-opening. I've started to compile a spreadsheet (stored securely, of course) that outlines my accounts and what I’d want done with each.

2. Exploring Google’s Inactive Account Manager: Since a lot of my digital life is tied to Google (Gmail, Photos, Docs), I used their Inactive Account Manager to choose a trusted contact who can access certain data if my account goes unused for a set time. It’s simple and secure, and honestly, it took me less than 10 minutes to set up. Google makes it easy to decide what happens if your account goes inactive.

Image Source: https://support.google.com/accounts/thread/61511601/inactive-account-manager-any-detailed-help-on-what-to-expect-when-starting-it?hl=en

3. Organizing Important Documents: Thanks to Death with Dignity’s “Life File”, I’ve started compiling important documents and instructions, like which accounts should be closed, which files should be saved, and who I trust to handle it.

4. Including It in My Legal Planning: I’m working on updating my will to include a digital executor, someone who’s legally able to manage my online accounts and data. If you’ve never heard of that role before, you’re not alone. But it’s becoming more common and more necessary. It is someone we trust who can legally act on my behalf when it comes to our online accounts and data.

5. Talking with Family: We’ve had early conversations at home, nothing morbid, just practical. My wife now knows how to access my password manager if needed, and I’ve talked with my kids about the idea that our online lives matter just as much as our physical belongings.

Why I'm Sharing This

I don’t think digital estate planning gets talked about enough. As teachers, we emphasize responsibility and preparation to our students every day. This is one small way I can live that lesson out. And as a parent, it gives me peace of mind knowing that I’m not leaving a mess for my family to sort through.

If you’re reading this and haven’t started thinking about your digital afterlife yet, now’s a great time to start. Even just making a list of your accounts or setting up a Google contact is a meaningful step. If you’ve taken steps of your own or have tools or tips to share, I’d love to hear them. The more we talk about this, the easier it becomes for everyone.

Acceptable Use Policies and the Importance of Digital Security

Reviewing Our Acceptable Use Policy: Are We on Target?

Image Source: https://otter.ai/blog/what-are-ai-agents-a-guide-to-types-benefits-and-examples

Technology is woven into nearly every aspect of education, making Acceptable Use Policies (AUPs) essential for guiding responsible use. At my school, our AUP lays out clear expectations for students, but like many policies, it leans heavily on what they shouldn’t do rather than empowering them with best practices. The policy covers a wide range of digital behaviors, including internet usage, social media interaction, and device management. It is detailed and comprehensive, aligning with the requirements of the Children’s Internet Protection Act (CIPA) and addresses issues like cyberbullying, unauthorized access, and inappropriate content. However, it lacks substantial guidance on emerging technologies, most notably, Artificial Intelligence (AI). As AI tools become increasingly accessible, should our policy explicitly define appropriate AI use for learning? Without this clarity, students and faculty alike are left to navigate these tools without institutional guidance.

Faculty are also bound by an AUP, though it differs slightly from the student version. While we are trusted with more autonomy, the core principles remain the same. But are these policies comprehensive enough? And more importantly, do they adequately prepare us for the evolving risks of digital exposure?

The Reality of Data Exposure

Image Source: https://klik.solutions/great-info/top-internet-safety-rules/

To evaluate personal cybersecurity risks, I recently explored Have I Been Pwned, a site that reveals if an email has been caught in a data breach. What I found was unsettling: my personal email had been involved in three breaches, while my work email had been compromised six times. This raised immediate concerns. If my work credentials have been exposed that many times, what does that mean for my students?

Using this interactive tool, I traced the history of my data leaks. My first breach was in 2018 at Apollo, where information like my job title, email, and even social media profiles were exposed. A year later, LuminPDF followed, this time leaking passwords and authentication tokens. The breaches continued: People Data Labs in 2019, LinkedInScrape in 2021, and DemandScience in 2024. With each incident, more of my identity was exposed—email addresses, phone numbers, names, and job titles, all out there, potentially in the hands of bad actors.

Image Source: https://www.abc.net.au/news/2023-05-18/data-breaches-your-identity-interactive/102175688

This isn’t just an individual issue; it’s a systemic one. If educators and students aren’t actively protecting their data, we’re all at risk. Yet, our AUP barely touches on digital security beyond broad warnings against phishing scams. Shouldn’t we be teaching students how to actively safeguard their personal information?

Practical Steps for Stronger Security

After seeing my own data exposure, I turned to resources for improving security. One simple step is using stronger passwords. Instead of short, complex passwords that are difficult to remember, tools like Use a Passphrase generate long, easy-to-remember passphrases that are significantly harder to crack. Encouraging students and faculty to adopt passphrases over standard passwords could be a small but impactful addition to our AUP.

Image Source: https://proton.me/blog/what-is-passphrase

Additionally, we should explicitly incorporate guidance on managing personal data, recognizing the risks of data breaches, and using AI tools responsibly. Cybersecurity education shouldn’t just be an afterthought. It should be embedded into our policies and curriculum.

Moving Forward: Updating the AUP

Reflecting on my own experiences with data breaches, I feel a mix of anxiety and awareness. It’s unsettling to realize how much of my information has been compromised, but it also reinforces the need for vigilance. The reality is that we cannot simply abandon the internet; rather, we must take proactive steps to secure our digital presence. Just as we lock our doors or set house alarms for physical security, we must implement strong passwords, enable two-factor authentication, and remain cautious about sharing personal information online.

Our AUP should evolve to reflect this reality. We need to move beyond reactive policies that focus solely on restrictions and instead provide students and staff with actionable steps for responsible technology use. Cybersecurity experts, faculty, IT specialists, and even students should be involved in shaping these updates. A strong policy isn’t just about setting rules, it’s about equipping our school community with the tools to navigate an increasingly digital world safely and responsibly.

Math, Media, and Manipulation: Unpacking the Algorithms That Influence Us

Image Source: https://brandwidthsolutions.com/blog/navigating-social-media-algorithms-in-life-sciences/

Understanding Algorithms: A Math Teacher’s Perspective

As a high school math teacher, I’ve always been interested in algorithms. In the classroom, I teach students how to use step-by-step procedures to solve problems, like the long division algorithm for polynomials or the structured problem-solving methods in DeltaMath. But beyond math, algorithms shape nearly every aspect of our digital lives, from the videos we watch to the news we consume. This topic is especially relevant to me, not just as a teacher, but also as a parent.

My students are deeply engaged in social media platforms like TikTok, Snapchat, and Instagram. I often hear them discussing trending videos, viral challenges, and influencer drama. They don’t always realize how much of their experience is shaped by algorithms designed to maximize their time on the platform. At the same time, my 13-year-old recently got a phone and, while he doesn't have social media yet, he is an avid YouTube watcher. Since the content recommendations on platforms like YouTube, TikTok, Snapchat, Instagram, and Facebook are all algorithm-driven, I wanted to better understand how these systems work and what influence they have on both my students and my own children.

The Power of Algorithms in Digital Spaces

Image Source: https://sproutsocial.com/insights/youtube-algorithm/

One of the most eye-opening resources I explored was PBS Learning Media’s discussion on YouTube’s recommendation algorithms. The video explains how YouTube prioritizes engagement, often pushing sensational or polarizing content to keep users watching. Even if someone starts watching harmless educational videos, they could quickly be led down a path of more extreme or misleading content. This made me think about my children’s viewing habits. While they mainly watch entertainment, video game walkthroughs, or craft challenge videos now, I need to be mindful of how the algorithm could steer them in unexpected directions.

Image Source: https://www.socialchamp.com/blog/facebook-algorithm/

Similarly, the Pew Research Center’s study on Facebook’s algorithms and personal data explores how social media platforms collect vast amounts of user data to shape the content people see. Many users assume their feeds are neutral reflections of reality, but in truth, they are highly curated by algorithms designed to keep engagement high. This is particularly concerning when I think about my students, who often take the information they see on TikTok or Snapchat at face value without questioning why it appears in their feed in the first place.

Image Source: https://chatsworthconsulting.com/2024/04/18/of-course-youre-biased-its-how-our-brains-work-heres-how-to-keep-it-in-check/

Another compelling resource I explored was the Most Likely Machine interactive experience (Artefact Group), which highlights how machine learning algorithms make predictions based on historical data and the problems that can arise when those predictions are flawed. One of the key takeaways from this resource is that algorithms do not have all the information; they rely on past data, which reflects human opinions and biases. As a result, instead of being purely objective, algorithms can actually reinforce and amplify existing biases. Even more concerning is that once an algorithm makes a prediction, whether correct or not, it tends to repeat and multiply its mistakes, further embedding bias into decision-making processes. This is especially relevant in areas like job hiring, policing, and education, where algorithm-driven systems can unintentionally deepen existing inequalities. In schools, adaptive learning platforms and AI-based grading tools may seem neutral, but if they are built on biased or incomplete data, they could unfairly advantage some students while disadvantaging others. While these technologies have the potential to improve learning experiences, they also raise important ethical concerns about fairness and accountability, reminding me that even in math, where algorithms are essential problem-solving tools, their real-world applications require careful scrutiny.

Implications for Teaching and Parenting

As a math teacher, I already incorporate algorithmic thinking into my lessons, however, this research has encouraged me to take it a step further. I plan to have more discussions with my students about how the algorithms that power their favorite social media apps work and how they can critically evaluate the content they consume. If they understand that their feeds are not just random but carefully curated based on their past behavior, they might become more skeptical and intentional about their online experiences.

As a parent, I am also more aware of how my children’s digital habits are being shaped by recommendation algorithms. While I have already made the decision to delay social media use, I now realize that YouTube’s algorithm can be just as influential. Moving forward, I plan to have ongoing conversations about why certain videos or recommendations appear, how to recognize algorithmic manipulation, and how to actively seek out diverse and high-quality sources of information.

Final Thoughts

What surprised me most was how little control users have over the algorithms that shape their online experiences. It’s easy to assume that we are making independent choices about what we watch or read, but much of what we see is curated behind the scenes. This has changed the way I think about algorithms. Not only will I be more intentional about teaching students to analyze and question algorithmic influence, but I will also be more proactive in helping my own children navigate an increasingly algorithm-driven world.

For educators, parents, and anyone navigating digital spaces, understanding algorithms is essential. I highly recommend checking out the sources I linked above to gain a deeper understanding of how these systems work. The more we know, the better we can equip ourselves and the next generation to engage with technology thoughtfully and responsibly.

Expanding My PLN: The Power of Connection and Collaboration

Image Source: https://www.teachthought.com/pedagogy/why-every-teacher-needs-a-professional-learning-network/

Identifying with Identity: Technology, Collaboration, and Discovery

When reflecting on the four key areas of growth for educators that Professional Learning Networks (PLNs) provide (affective, social, cognitive, and identity), I identify most with identity because my teaching philosophy is deeply rooted in the integration of technology, collaboration, and discovery-based learning. As an educator, I strive to design lessons that not only engage students but also empower them to take ownership of their learning. Technology plays a crucial role in this process, serving as more than just a delivery tool for information; rather, it is a catalyst for creativity, problem-solving, and meaningful collaboration. My goal is to create an interactive, student-centered classroom where students feel motivated to explore, ask questions, and engage in critical thinking. By leveraging the right tools and fostering a collaborative learning environment, I aim to prepare my students for a world that increasingly values innovation and adaptability.

To expand my PLN and gain new insights, I participated in an activity that involved creating an infographic about PLNs. This hands-on experience allowed me to visualize and organize the key benefits of a PLN while reinforcing its impact on professional growth.

Infographic: Why Educators Should Join a PLN

Image Source: Author Created

The infographic I created serves as both a resource for fellow educators and a personal reflection on the importance of a PLN. It highlights the key benefits, including:

Continuous Learning: Staying updated on new research, teaching strategies, and best practices.

Collaboration & Support: Engaging with educators worldwide for advice, feedback, and mentorship.

Innovative Teaching Strategies: Discovering new tools and technology to enhance learning.

Global Perspective: Learning from diverse educators and gaining insights beyond my immediate environment.

Professional Growth: Expanding career opportunities through networking and ongoing development.

As I worked on this infographic, I realized how much my own PLN has shaped my teaching practices. From learning about interactive digital tools to incorporating student-led projects, my PLN has been an essential resource in my professional journey.

Deepening My PLN Through Research and Exploration

As I worked on the infographic, I also took the opportunity to delve into new research and online sources that highlight the significance of PLNs in education. I discovered several insightful resources that provided valuable perspectives on how educators can build, maintain, and benefit from a strong PLN. Some of the most impactful sources included:

Edutopia’s article on using social media to build a PLN, which emphasized how platforms like Twitter, LinkedIn, and Facebook allow educators to engage in meaningful discussions and share ideas.

TeachHUB’s step-by-step guide to developing a PLN, which highlighted practical ways to start connecting with fellow educators through blogs, online courses, and professional organizations.

SimpleK12’s “10 Reasons Teachers Need a PLN”, which reinforced why building a PLN is crucial for staying inspired and connected.

ASCD’s guide on creating a PLN, which provided six actionable steps to develop and maintain a strong network.

The U.S. Department of State’s insights on PLNs, which discussed how they enhance teacher collaboration and professional growth on a global scale.

Each of these sources reinforced that a PLN is more than just a network, it’s a community. It’s about support, growth, and continuous discovery, and it plays a key role in shaping modern, technology-driven education.

Applying My PLN Growth to My Classroom

Reflecting on this experience, I’ve identified several ways to apply what I’ve learned to my teaching practice. I plan to engage more in social media discussions by actively participating in #EdChat on Twitter/X and joining Facebook educator groups to exchange ideas with fellow teachers. Additionally, I want to explore more collaborative EdTech tools like Flipgrid, Google Classroom, and Wakelet, which allow students to engage in discussions and projects beyond the classroom. Incorporating these tools effectively will enhance student collaboration and learning. Another area of growth is attending more webinars and virtual professional development sessions offered by organizations such as ISTE, EdCamps, and Google Educator Groups (GEGs), which provide valuable insights into emerging educational trends and technologies. Lastly, I aim to encourage my students to develop their own Personal Learning Networks (PLNs) by introducing them to educational blogs, discussion forums, and collaborative tools that foster independent learning and engagement. By implementing these strategies, I hope to create a more connected, innovative, and student-driven learning environment.

Final Thoughts: The Power of a PLN

This activity has reaffirmed the immense value of having a strong PLN. Education is constantly evolving, and by staying connected with fellow educators, I can continuously grow, learn, and innovate. My PLN is not just a conglomerate of resources and professional development, it’s a community of like-minded educators who share a passion for improving student learning experiences. Moving forward, I am excited to keep expanding my PLN, integrating more discovery-based learning strategies, and leveraging technology to create engaging, collaborative classroom experiences. If you are an educator and haven’t yet explored the power of a PLN, I encourage you to start today! What are your favorite ways to grow your PLN? Let’s connect and share ideas!

INTRODUCTION

Hello and welcome to Tangents in Technology, a blog exploring the intersection of teaching, adolescence, mathematics, educational technology, and the ever-evolving digital landscape.

Image Source: Facebook Profile Picture

ABOUT ME

My name is Pete Drinan, and I live in Downers Grove, IL, with my wife, Katie, and our two children, Charlie (13) and Maggie (9). Our family stays busy with school, cross country, theater, basketball, Irish Dance, and volleyball. In my free time, I enjoy traveling, spending time outdoors (golfing, biking, boating, and hiking), reading, and listening to podcasts. One of my favorite destinations is Hilton Head Island, SC, specifically, the Sea Pines Resort. My family has vacationed there since I was a toddler, and Katie and I have continued the tradition by alternating each summer between Hilton Head and a new destination. We have traveled to Breckenridge, Colorado, Scottsdale, Arizona, Austin, Texas, New York City, Galena, Illinois, and we’re currently planning a trip to London, England and Paris, France for the summer of 2026.

Image Source: Facebook Photo (Arizona)

EXPERIENCE

I am in my 21st year of teaching mathematics, with three years at the junior high level and eighteen at the high school level, all within Catholic education. As a product of Catholic schools myself and a parent of children attending a Catholic school, I strongly believe in the value, impact, and unique opportunities that Catholic education provides. I have taught a range of courses, including Pre-Algebra, Algebra, Geometry, Algebra 2, and Precalculus, at both the college prep and honors levels. Currently, I teach Honors Algebra and Honors Advanced Algebra Trigonometry.

Over my career, I have witnessed and adapted to the evolution of classroom technology, from chalkboards and overhead projectors to document cameras, graphing calculators, iPads, and digital learning platforms. Transitioning from a paper-and-pencil environment to a fully 1:1 iPad classroom has been both exciting and challenging, but it has reinforced my commitment to engaging, innovative, and effective instruction.

Image Source: Benet Academy Website

TECHNOLOGY AND SOCIAL MEDIA IN EDUCATION

As technology continues to shape the educational landscape, I am particularly interested in how emerging tools, including artificial intelligence (AI), learning management systems (LMS), and social media, can enhance both instruction and student engagement. Currently, our school uses Blackbaud as our LMS, which offers expanded features and improved functionality to better support our school community. In my classroom, I use Blackbaud to organize and disseminate information, including posting guided notes, homework assignments, screencasts, and videos. Additionally, I incorporate Notability for guided notes and homework, ALEKS for personalized learning and assessment, DeltaMath for targeted skill practice, and TI-SmartView for calculator applications.

Integrating technology into a Catholic high school setting presents unique challenges. Limited resources mean that we do not always have access to the latest tools, and professional development opportunities focused on ed tech are scarce. Additionally, the deeply rooted traditions of Catholic education can make change slow. However, I believe that progress requires adaptability, creativity, and a willingness to take risks. Tradition, after all, is simply innovation that worked. This perspective fuels my excitement for this course on social media and emerging technologies. I look forward to exploring new ideas, tools, and strategies that will shape the future of education.

I have always found social media to be an interesting and powerful tool for communication, connection, and learning. While I like social media and appreciate its many benefits, I don’t use it very much in my daily life. Currently, I have a Facebook, X/Twitter account, and a LinkedIn profile, but that’s about it.

That being said, I am not opposed to social media by any means. I recognize its value in networking, staying informed, and engaging with different communities. I am open to trying or starting on other platforms in the future, especially as I continue to explore its role in education and emerging technologies.

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